Credit points


Campus offering

No unit offerings are currently available for this unit



Teaching organisation

150 hours of focused learning.

Unit rationale, description and aim

The ability to plan, teach and reflect upon dance, gymnastic and rhythmic movement experiences is important in the education and promotion of physical activity. This unit is designed to provide students with knowledge and practical experiences in rhythmic elements of gymnastics and dance activities. The aim of the unit is to develop in students competencies in a range of dance mediums, rhythmic movement, dominant movement patterns, choreography, and movement appreciation through the elements of composition. The unit will provide opportunities for students to participate and evaluate a variety of teaching strategies related to the composition of rhythmic movement. This will develop skills and student confidence in planning, teaching and performance of dance, gymnastic and rhythmic movements. The unit also focuses on an appreciation of social justice, an understanding of equity and a respect for the human being

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

On successful completion of this unit, students should be able to:

LO1 - Create and perform a dance routine using collaborative and creative techniques based on the elements of composition, and to utilise teaching skills to facilitate part of a dance lesson (GA1, GA5, GA7)  

LO2 - Plan and develop engaging and creative teaching and learning activities that facilitate the progression and development of gymnastic/rhythmic skills for future practice (GA1, GA4, GA5 GA8,)  

LO3 - Analyse and explain movement patterns, elements of composition, safety concepts and skill techniques related to dance and gymnastics (GA4, GA8, GA9)  

LO4 - Engage in, reflect upon and evaluate a range of dance and gymnastic teaching activities that facilitate learning (GA4,GA5, GA8, GA9)  

Graduate attributes

GA1 - demonstrate respect for the dignity of each individual and for human diversity 

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA7 - work both autonomously and collaboratively 

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 


Topics will include:  

  • Social and cultural perspectives  
  • History and evolution of gymnastics and dance  
  • Gymnastics and dance safety, rules and current trends  
  • Dominant movement patterns  
  • Elements of composition  
  • Gymnastic and dance progressions and composition  
  • Implementation of gymnastics and dance in education  
  • Assessment in dance and gymnastics  

Learning and teaching strategy and rationale

Student centred teaching and learning strategies will be the focus in the unit based on the constructivism theory and reflective practice. Students will construct new meaning (build on prior knowledge) and make sense of what they are learning, why they are learning this and how this learning is applied.   


These strategies encourage independent and life long learning, where students take responsibility for their learning. The learning tasks are authentic (engage in tasks that are real), reflective (deep learning) and collaborative (engaging and working with peers). 


Student centred strategies include reflective writing, critical thinking activities , co-operative/ collaborative learning, incorporating ICT and peer/independent learning. These strategies link directly to the assessment tasks, as the assessments are a teaching and learning strategy in itself.  


These strategies have been chosen to give students opportunities to actively engage with the content and to provide variety within the tutorial and assessment tasks. The knowledge and skills acquired can be applied and are relevant to what is required in real world situations and for future profession/practice/workplace. 

Assessment strategy and rationale

Employers today seek more than knowledge from students, they want them to transfer learning to real situations, problem solve and have higher order thinking skills. Authentic assessment provides students with these skills, because the tasks are real, meaningful, require judgment and innovation and are related to one’s workplace, personal and social life. Students learn in different ways, professionally we need to explore and provide opportunities so they perform to their very best, feel worthwhile, empowered and enjoy learning. 

In order to best enable students to achieve unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. A range of assessment strategies are used including: 


Collaborative Learning strategy (Assessment 1) - Group Dance Presentation Learning Outcome 1  

The concept of collaborative learning, students work in small groups for the purpose of achieving the learning outcome by engaging together in a task. This involves shared learning with opportunities for critical thinking, oral communication, negotiation, listening, planning, interaction and responsibility for ones own learning. 


This assessment type will prepare students and be applied in real life situations/contexts (school, community and youth groups) and in their future practice/profession. 


Presentation skills are part of todays workplace practice. They are real world skills required for students to succed in their future careers – communication, planning, asking questions, explaining, creative thinking, organizing information, confidence etc. 


Purpose -To create and perform a dance routine using collaborative and  

creative techniques based on the elements of composition, and to utilise teaching skills to facilitate part of a dance lesson. 


In groups compose and perform your own dance composition based on ONE of the following dance contexts – contemporary, cultural or current dance (ballroom, hip hop, jazz etc.) You are to use the elements of composition to create your dance routine and should reflect creativity and group collaboration.   

Using the dance context chosen for your dance routine, select ONE dance activity and teach the tutorial class. 


Assessing Learning Outcome 1 Group Dance Presentation 

Part a)  

  • Effective use of the elements of composition to create a dance routine  
  • Good knowledge of the dance context chosen, reflected in choice of steps •  
  • Evidence of group collaboration shown throughout the routine  

Part b)  

  • Effective choice of dance activity relevant to your stage, dance context and outcome chosen  
  • Display of effective teaching skills (classroom management, voice projection, demonstration)  
  • Equal contribution from all members of the group  
  • Relevant assessment and safety strategies mentioned  


Constructivism strategy (Assesment 2) GymnasticTeaching Resource File 


Students will construct new meaning (build on prior knowledge) and make sense of what they are learning, why they are learning this and how this learning is applied.   

To create your own teaching/learning activities in the area of gymnastic and rhythmic skills that will become the start of a resource file for your future teaching/practice. 

This assessment type can be used and applied in real life situations/contexts (school, community and youth groups) and in their future practice/profession. 


Create a gymnastics resource file that is aimed at stages 4 and 5 (years 7-10).  

Write a rationale providing an explanation of how to best use your resource file. Explain the class/year that is best suited for your file and explain why you have chosen the specific skills. Use your rationale as an assistant to your plan, providing important information about how teachers could go about using it in their classroom. 

The gymnastic resource file file must include: safety considerations, warm-up game, outline of stretches, apparatus ideas suitable for a gymnastics circuit and cool down.  

Diagram of circuit setup – including where the teacher will stand.  


Assessing Learning Outcome 2 Gymnastic Resource File 

Part a)  

  • Comprehensive explanation of how to use your plan in the classroom  
  • Effective analysis of the importance of your chosen skills and teaching tips  
  • Appropriate and correct use of language, grammar, punctuation and expression  

Part b)  

  • Inclusion of all relevant areas of the folio (warm-up, stretches, apparatus, cool-down, reference  
  • list)  
  • Clear and correct teaching points  
  • Diagrams/pictures are relevant to teaching points  
  • Usefulness to current teaching curriculum  
  • Correct use of referencing (APA)  
  • Within page limit (20 pages)   

Written examination (Assessment 3) Learning Outcome 3 

Requires students to demonstrate their understanding of course content. 

The written final examination is a traditional form of assessment (still catering for a variety of learning styles) to evaluate content knowledge and application.  



Assessing Learning Outcome 3  

Written examination – understanding, knowledge and application of course content. 


Assessing Learning Outcome 4 linked to the Gymnastic Resource File and  Group Dance Presentation 


Throughout the unit the practical tutorial activities, student questions, discussion will provide opportunities to engage, analyse and evaluate resources as a foundation for the Teaching Resource File and Group Dance Presentation. 


Students develop the tools to create and design tasks – guided to take this thinking to the next level using their own ideas and creativity. 


Selected activities and resources need to demonstrate they are appropriate, will engage, provide knowledge, develop skills/strategies eg dominant movement patterns, elements of composition, safety, equipment etc. 


The dance presentation provides opportunities to create their own movement exploration, choreography, artistic experiences, expression and communication of emotion, composition and appreciation of dance . 

Breadth and up to date references/resources will reflect research and the types of activities/ideas presented. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment TasksWeightingLearning OutcomesGraduate Attributes

Group Dance Presentation  

Dance performance and lesson 


LO1, LO4 

GA1, GA4, GA5, GA8 

Gymnastics Resource File  

Written rationale and teaching resource file  


LO2, LO4 

GA1, GA5, GA7 

Written examination 

Enables  students to demonstrate their understanding of course content. 



GA4, GA8, GA9

Representative texts and references


Malmberg, E. (2003).  KiDnastics: a child-centered approach to teaching gymnastics. Human Kinetics, Champaigh IL.  

Mitchell, D., Davis, B., & Lopez, R. (2002). Teaching fundamental gymnastics skills. Champaign IL: Human Kinetics   

NSW Board of Studies. (2003). Years 7-10 Personal Development, Health and Physical      Education syllabus. SYDNEY: NSW Board of Studies.  

Lavin, J. (2008). Creative approaches to physical education: helping children to achieve their true potential. New York: Routledge   

Sutherland, C. (2006). No gym? No problem!: physical activities for tight spaces.Champaign, III: Human Kinetics.  

Pangrazi, R.P. (2009), Dynamic Physical Education for Elementary School Children. Boston, Allyn and Bacon, 16 Edn.   

Schembri, G. (1984). Aussie Gym Fun: A resource for schools and clubs. Dingley:Victoria   

Werner, P. H. (2012). Teaching children gymnastics (3rd ed.). Champaign IL: Human Kinetics  


Sofras, P.A. (2006).  Dance Composition Basics. Champaign IL: Human Kinetics.  

Kaufmann, K. (2004).  Inclusive Creative Movement and Dance. Champaign IL:Human Kinetics.  

Smith-Autart, J (2002) The Art of Dance in Education, 2nd Education, 2nd edition, London: A & C Black.   

Snook, B. (2004).  Dance….Count me in! Sydney: McGraw Hill.  

Brehm, M.A., & McNett, L. (2007).  Creative Dance for Learning: The Kinesthetic Link. Sydney: McGraw Hill.  

Have a question?

We're available 9am–5pm AEDT,
Monday to Friday

If you’ve got a question, our AskACU team has you covered. You can search FAQs, text us, email, live chat, call – whatever works for you.

Live chat with us now

Chat to our team for real-time
answers to your questions.

Launch live chat

Visit our FAQs page

Find answers to some commonly
asked questions.

See our FAQs